Extractions: Reading Room will be opening on October 4, 2005. Editor: Kirk Swortzel kswortzel@ais.msstate.edu Volume 12, Number 1 Fall, 1995 DLA Ejournal Home JVTE Home Table of Contents for this issue Search JVTE and other ejournals SWOT ANALYSIS: A MANAGEMENT TOOL FOR INITIATING NEW PROGRAMS IN VOCATIONAL SCHOOLS Radha Balamuralikrishna and John C. Dugger Iowa State University ABSTRACT The SWOT ( S trengths, W eaknesses, O pportunities, and T hreats) analysis has been a useful tool for industry. This article proposes the application of the SWOT tool for use as a decision-making aid as new vocational programs are planned. The process of utilizing the SWOT approach requires an internal survey of strengths and weaknesses of the program and an external survey of threats and opportunities. Structured internal and external examinations are unique in the world of curriculum planning and development. Educational examples using the SWOT analysis are provided by the authors. It is a useful way of examining current environmnetal conditions around program offerings. An insight into the wide range of the potential applications of SWOT is also an intended outcome of this paper. SWOT ANALYSIS: A MANAGEMENT TOOL FOR INITIATING NEW PROGRAMS IN VOCATIONAL SCHOOLS The external environment has a profound impact on educational institutions. During this final decade of the twentieth century, America's institutions, economy, society, political structures, and even individual lifestyles are poised for new changes. Recent shifts from an industrial to an information-based society and from a manufacturing to a service-oriented economy has significantly impacted the demands made on vocational program offerings (
Skills And Change A Synthesis Of Findings Of A Multi-Country vocational training outside of the formal school cycle and firms is usually overseen vocationaltechnical education remains a large share of secondary http://www.ilo.org/public/english/employment/skills/recomm/publ/pdf_03.htm
Extractions: Employment Skills and Change: A Synthesis of Findings of a Multi-Country Study of Vocational Education and Training Reforms This summary synthesizes the findings of a joint World Bank-International Labour Organization of nineteen countries. It is based on the introductory chapter in Skills and Change: Constraints and Innovation in the Reform of Vocational Education and Training, edited by Indermit Gill and Fred Fluitman, with the assistance of Amit Dar. The views expressed here are those of the authors, and should not be attributed to their respective organizations. Notes Synthesis of findings Introduction Demand -side pressures: the roots of reform The sample countries can be classified into three groups by their labor market characteristics. The first group has high labor force growth, low employment growth, and (consequently) high unemployment and underemployment rates - these are relatively low growth developing countries in Africa and the Middle East, represented here by South Africa, Tanzania, Zambia, Jordan, Egypt, and West Bank and Gaza. The second group has high labor force and employment growth, and low unemployment rates - these are the emerging market countries of East Asia and Latin America, represented here by China, Indonesia, Malaysia, Korea, Chile, and Mexico. The third group consists of those with low labor force growth, low employment growth, and high unemployment rates - these are countries in transition to market, represented here by Hungary, Poland, Czech Republic, Russia, and Kazakstan.
Smith.html Restructuring vocational special needs education through technical Consultant to the Hudson County Area vocationaltechnical schools, Jersey City, NJ. http://www2.hawaii.edu/~coesped/homepages/gsmith/smith.html
Extractions: Department of Special Education Wist 123 University of Hawai'i at Manoa 1776 University Avenue, Honolulu, HI 96822 (voice) (808) 956-5203 (FAX) (808) 956-4345 (e-mail) garnett@hawaii.edu EDUCATION Ed.D., 1981, University of Northern Colorado, Greeley, Colorado. Major: University Teaching/Special Education Administration; M.A., 1974,University of Northern Colorado, Greeley, Colorado. Major: Special Education: Mental Retardation; B.S. Ed., 1970, University of Montana at Billings (formerly Eastern Montana College) Billings, Montana . Major: Special Education: Secondary Programs. PAST EXPERIENCE Associate Professor, Hawaii University Affiliated Program, University of Hawaii at Manoa, Honolulu, HI 96822. Coordinator of Transition Specialist Program Project, University Affiliated Program/Department of Special Education. University of Hawaii at Manoa, Honolulu, HI 96822
Extractions: Yesterday, Today, and Tomorrow Jia Xiaobin, Du Yunxiang, Si Aiqin, Zhang Xiaoyan This article has systematically reviewed the development history of China's primary and secondary school libraries since 1949, given a detailed introduction and analysis of their present status quo of development, the new changes in particular since the reform and the opening up in 1978, and look into their future development. Primary and secondary school libraries (hereafter referred to as school library) are an indispensable component part of China's library service. The development of China's school libraries has roughly gone through six periods: remolding and reconstructing, an all-round construction, severe damage, recovery and adjustment, reforming and blazing a new path, and stable development. Since the founding of the People's Republic of China in 1949, the people's government has successively taken over the primary and secondary school libraries across China left over by the Kuomintang government and carried out under the leadership of the Ministry of Education the scheme to remold and reconstruct them in a big way: setting up Marxism-Leninism Mao Zedong Thought as the guiding thoug ht for running them; adjusting the proportion of the collection of books by adding a large number of revolutionary books and books on new knowledge and by getting rid of books of unreasonable reactionary contents; having changed rules and some
Skills And Change A Synthesis Of Findings Of A Multi-Country vocational and technical education is invariably managed by ministries of education vocational training outside of the formal school cycle and firms is http://www.logos-net.net/ilo/150_base/en/publ/pdf_03.htm
Extractions: Skills and Change: A Synthesis of Findings of a Multi-Country Study of Vocational Education and Training Reforms This summary synthesizes the findings of a joint World Bank-International Labour Organization of nineteen countries. It is based on the introductory chapter in Skills and Change: Constraints and Innovation in the Reform of Vocational Education and Training, edited by Indermit Gill and Fred Fluitman, with the assistance of Amit Dar. The views expressed here are those of the authors, and should not be attributed to their respective organizations. Notes Synthesis of findings Introduction Demand -side pressures: the roots of reform The sample countries can be classified into three groups by their labor market characteristics. The first group has high labor force growth, low employment growth, and (consequently) high unemployment and underemployment rates - these are relatively low growth developing countries in Africa and the Middle East, represented here by South Africa, Tanzania, Zambia, Jordan, Egypt, and West Bank and Gaza. The second group has high labor force and employment growth, and low unemployment rates - these are the emerging market countries of East Asia and Latin America, represented here by China, Indonesia, Malaysia, Korea, Chile, and Mexico. The third group consists of those with low labor force growth, low employment growth, and high unemployment rates - these are countries in transition to market, represented here by Hungary, Poland, Czech Republic, Russia, and Kazakstan.
Vocational Schools, Orlando, FL On Switchboard Yellow Pages Find schoolsBusiness vocational in Orlando, FL on Switchboard Yellow Pages. UTI - ASE/NATEF Master Certified provider of technical education for auto http://www.switchboard.com/Schools-Business_&_Vocational/Orlando/FL/135-/yellowp
Extractions: 2 Year Programs Associate Degree Program Business/Professional Sv Career Assistance Computers Financial Assistance Hands On Training Individual Career Counse Industrial Trained Instr Internet Job Placement Assistance One-To-One Tutoring Pell Grants Placement Assistance Pre-College Prep/Prepato Professional Career Trai Scholarships Small Classes Small Student Teacher Ra Student Clinic Trouble Shooting/Problem Tutoring
Key Survey : Integrated Curriculum: Trends vocational school students can enhance or diversify their skills and occupational The general subjects in the vocational streams are Norwegian, English, http://www.b.shuttle.de/wifo/key/int-t.htm
Extractions: Matrix Sources Survey Page Terms Integrated curriculum Trends Concept > Trends > Findings Good practice Challenge Across countries ... AT BE CH DK DE En ES FI FR GR IE IT LU NL NO PT Sc SE Across countries ) Educational context of qualifications with an 'integrated curriculum' (AT, DE, En, FR, NL, NO, SE); Austria and Germany . New schemes have been introduced which are designed to overcome the gap between general and vocational education, and in particular to raise the attractiveness of initial vocational education for high-level achievers (pilot projects in Germany) and to create vertical pathways within further education (WIFI Academy in Austria).
Centre INFFO | National System The current continuing vocational training system was launched at the beginning studies degree (BEP) or a secondary school vocational diploma (BAC pro). http://www.centre-inffo.fr/article.php3?id_article=711
TUI - Post Primary Circular Letters Circular Letter 25/98, Implementation of Revised Inschool Management Circular Letter PEN 11/04, Admission of vocational Education Committees to http://www.tui.ie/pages/pp_circular_letters.asp
Extractions: Superannuation TUI Info Circular Letter PPT21/02 Circular Letter PPT19/02 Programme Co-Ordinator Posts in Vocatinal Schools Circular Letter PPT15/02 Computation of Service for the Purposes of Apppointment to Assistant Principal and Special Duties Teacher Posts in Designated Greenfield Community Colleges Circular Letter PPT14/02 Computation of Service for the Purposes of Appointment to Assistant Principal and Special Duties Teacher Posts in Designed Community Colleges Established as a Result of Amalgamations of Two or More Second Level Schools Circular Letter PPT13/02 Revised Selection Procedures for the Appointment and Promotion of Teachers in Designated Community Colleges Circular Letter PPT07/02 Circular Letter PPT06/02 Revised arrangements for eligibility for promotion posts in Vocational Schools and Community Colleges to include certain non-permanent teaching service Circular Letter 44/00 Computation of Service for the Purposes of Appointment to Assistant Principal and Special Duties Teacher Posts in Vocational Schools Circular Letter 43/00 Revised Selection Procedures for the Appointment and Promotion of Teachers in Vocational Schools Appointments to Assistant Principal and Special Duties Teacher Posts Circular Letter 22/00 Circular Letter 21/00 Irish Requirement for Appointment as a Teacher in 2nd Level Schools (VEC) Circular Letter 46/98 Appointment to Assistant Principal and Special Duties Teacher Posts in Vocational Schools
